Case-based work with classroom cartoon vignettes as a way to explore pre-service mathematics teachers’ multi-criterion noticing

Abstract

[EN] In classroom situations, mathematics teachers need the competence to notice situation aspects with respect to multiple knowledge-based criteria for being able to optimally support students in their learning. However, even if the body of research into teacher noticing is growing, research on noticing with respect to multiple knowledge-based criteria is still relatively scarce. This study hence focuses on assessing pre-service teachers’ multi-criterion noticing by means of classroom situation vignettes. In particular, the design of vignettes in cartoon format affords balancing out the requirements of situation authenticity and multiple criterion relevance. Correspondingly, a set of such vignettes was designed with built-in analysis needs related to multiple criteria and was used for assessment. The results point to professional development needs, as most pre-service teachers only focused on a rather low number of analysis criteria. Case-based work with knowledge-based reflection on classroom cartoons can provide solutions, which are discussed in a concluding section.